This qualitative methods study examined a rural North Carolina elementary school that implemented teacher learning walks as a method of professional development. Adapted from the practice of principal walkthroughs, teachers followed a protocol for collaboratively observing colleagues' classrooms and reflecting on teaching and learning. The findings presented here address two central questions of the original larger study: what happens within the networks of teachers who engage in learning walks? and what happens to the school culture? Individual teachers felt less professional isolation after several months of using the learning walk process. A more collaborative culture began to develop between and across grade levels from the purposeful increase in reflective dialogue, sharing of instructional practices and direct observation of teaching strategies. Administrators believed that student engagement seemed to be increasing. The findings indicate that principals and teachers who creatively adapt a traditionally individual supervisory practice into a collaborative one can build school capacity for leadership and performance.